Course Case Analysis Of "Three Teachings" Concept Leading To "Situation-problem" Teaching In Junior High School Mathematics

Implementing the development of students’ core literacy in mathematics is the primary purpose of teaching mathematics.Professor Lu Chuanhan of Guizhou Normal University and his group proposed the teaching concept of "teaching thinking,teaching experience,teaching expression" and the teaching model of "situation-problem",aiming to cultivate the core literacy of mathematics in teaching.The purpose of this study is to develop and implement subject literacy.This study attempts to apply the teaching model of "three teachings" + "situation-problem" to the practice of junior high school mathematics teaching,by creating mathematical situations,allowing students to actively participate in the classroom.Through "teaching thinking",students are guided to learn to observe the world from a mathematical perspective,cultivate their ability to ask questions,and acquire good mathematical thinking methods;through "teaching experience",students are guided to gain mathematical experience,comprehend mathematical thinking methods through experience,feel the process of knowledge formation,and gain the joy of success;In the process of thinking and experiencing,students gradually learn to use correct and standardized mathematical language for expression and communication.First,the current situation of mathematics learning to the second-year students was investigated and analyzed through a questionnaire survey.On the basis of the survey and theoretical research,I proposed the teaching strategy of "three teachings" + "situation-problem" : creating mathematical situations to stimulate interest in learning;teaching thinking to guide students to observe the world with mathematical eyes;teaching experience to guide students to think with mathematical thinking Teaching expression,guiding students to use the language of mathematics to express the world.Secondly,according to the basic requirements and strategies of the "context-problem" teaching mode,two new lessons of junior high school mathematics,"Unary first-order inequality" and "The median line of a triangle",were selected as examples.The analysis of the lessons is based on five aspects: analysis of teaching elements,design of teaching process,classroom recording,learning experience,and reflection on teaching.The results show that the "three teachings" concept + "situation-problem" teaching mode can promote students’ mathematical thinking,experience and expression,as well as enhance students’ perception of concepts and their emotional integration.Finally,the author believes that the following issues should be noted when using the "Three Teachings" + "Situation-Problem" teaching model:during the teaching process,in order to simultaneously penetrate the concept of "three teachings" and complete the teaching plan,the focus can be on one or two of teaching thinking,teaching experience and teaching expression;The purpose of "teaching thinkings" is to raise students’ awareness of problems,so teachers should not just ask questions in the form of "strings of questions",but guide students to ask their own questions,so that they can eventually discover problems on their own;In "teaching expression",we should pay more attention to students who are less aware of expression or less able to express themselves,and not just focus on the best students,so that we can really improve students’ expression ability;in implementing the "three teachings",teachers should give full play to their leading role In addition to good lesson preparation,teachers should also pay attention to the problem of "being paced by fast-responding students" in the teaching process.